Teacher’s Name: Julia Bemis Date of Lesson: Six
Grade Level: 9-Diploma Topic: Newton’s Laws in Everyday Actions
Objectives
Student will understand that each law can be explained and shown with an everyday example.
Student will know Critical Details: How to explain and use the three laws
Student will be able to Design an experiment to show Newton's three laws of motion.
Maine Learning Results Alignment
Maine Learning Result: Science and Technology- D. The Physical Setting
D4. Force and Motion
Grade 9-Diploma
Students understand that the laws of force and motion are the same across the universe.
a. Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newton's three laws of motion.
Rationale: Students will be thinking up everyday examples of Newton’s Three Laws of Motion. They will discuss within groups how everyday actions are using Newton’s Three Laws of Motion
Assessment
Formative (Assessment for Learning)
Students will be using a graphic organizer to make a list of their daily routines. Students will then be analyzing their days to see how Newton’s Three Laws of Motion apply. The graphic organizers will not be graded but will be handed in and count towards participation. Students will then be creating an Inspiration diagram that shows each of the three laws and how they used them through out the day. Students will have a chance to compare their diagrams before they are handed in.
Summative (Assessment of Learning)
Students will have their KWL charts handed back to them and they will fill out the last column of What They Have Learned. There will be a discussion to see if there was information they are still not sure about. Students will also be handing in their Inspiration diagrams to be graded according to the rubric (Attached).
Integration
Social Studies: Students will compare their and others actions to Newton’s Three Laws of Motion
Type II Technology: Students will be using the Inspiration to create a chart that shows how their everyday actions are linked to Newton’s Three Laws of Motion
Groupings
Students will work in groups of either two or three to create a list of their daily routine. Students can choose who they want to work with since they might feel more comfortable sharing their routine with a certain classmate. Students will compare their routines and then work together to figure out how each Law can be applied to their day. Students will then be creating an Inspiration diagram. Each student will be working on their own diagram but will be able to ask their partner for help and suggestions throughout the lesson.
Differentiated Instruction
Strategies
Linguistic: Students will write up their daily routine.
Logical: Students will create a list of what they did today and then organize it by law.
Spatial: Students will be creating an Inspirations diagram to organize their day.
Bodily-Kinesthetic: Students will be working on the computers and moving around the classroom to get their material
Musical:
Interpersonal: Students will work in groups to compare their daily routines and match them p to a law.
Intrapersonal: Students will fill out there own KWL charts and will be creating their own Inspiration diagram.
Naturalist: Students will apply what they did today to the Three Laws of Motion.
Modifications/Accommodations
∑ I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent Students: Students with excused absences will have a chance to make up the assignment. Upon returning to class they will be given the graphic organizer that they need to fill out and can schedule time with the instructor to come in and use the computers. Students can finish the graphic organizer at home and have it looked over and discuss it with the teacher before they create their Inspiration Diagram. Students will have a week after they return to finish and hand in their Diagrams.
Extensions
After writing a list of what they did today on their graphic organizers, students will be using the program Inspirations to organize their lists. Students will group each of their actions under one or more of the Three Laws of Motion. Students will post their diagrams to their blogs and then discuss what they have learned. Comments and grades will be made by the teacher in the comment section. Students will have a chance to look at other diagrams and make changes to theirs if they feel they can improve them.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently helping students make connections between current content and their own background experience in the following ways: Students will be applying Newton’s Three Laws of Motion to their daily activities. They will be able to see that almost everything they do can be explained using at least one of the laws. Students will be able to see one more time how to use each law but will also see the connection to why they are important.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by giving them an opportunity to work in pairs or on their own in order to relate each of the laws to a routine action. Students will also have a chance to work on their own to develop their diagrams. In addition MI theory will be used through out the lesson to ensure that the individual learning styles of each student is being addressed.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: Students will be watching a video that shows Newton’s First Law of Motion. They will also be using the program Inspiration to develop a graphic that shows how their daily routines relate to each of the Three Laws of Motion.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: Students will be filling out graphic organizers that will list their daily activities. These will be turned in at the end of the lesson but will not be graded, they will count towards participation. Students will then be turning their graphic organizers into a graphic using Inspiration. After doing this, students will post their graphics to as a blog and describe what they have learned.
Teaching and Learning Sequence:
When students come in they will sit in their regular seats that are set up in five groups of four. After handouts are passed out students will be able to move themselves and their desks to make it easier to work in their groups.
Agenda:
Hook (5 min)
Handouts (5 min)
Filling out Graphic Organizers (10 min)
Inspiration (40 min)
Review Discussion (10 min)
Introduce WebQuest ( 10 min)
Students will be shown the video “Egg Inertia” to show them a fun example of Newton’s First Law of Motion. If there is an adequate area, teacher will do the egg inertia experiment in class instead of watching the video. The class will briefly discuss how the experiment demonstrates the law. Rubrics and graphic organizers will then be passed out and the teacher will discuss what they are going to be doing for the rest of the class.
Where, Why, What, Hook Tailor: Linguistic, Bodily-Kinesthetic, Interpersonal
Students will work in pairs to fill out their graphic organizers. Since students might feel more comfortable sharing their daily routine with a certain classmate they will be able to pick their own grouping. They will be making a list of their daily activities, they can make the list as detailed as they would like. With there partners they will then discuss ways each of their actions relates to one or more of the Laws of Motion. If students are unable to group their actions in to a Law they can discuss it with the teacher, if no law matches students can create a fourth no connection group. These worksheets will not be graded but will be handed in to check for completion.
Equip Tailors: Linguistic, Logical, Interpersonal
Students will take their graphic organizers and translate it into an Inspiration diagram. Students will have four groups, First Law, Second Law, Third Law, or No Law. They will organize each of their daily actions into one of these four categories, they can put the same action into more than one category if it applies. Students can use pictures on Inspiration if they relate to their activities and they give credit to the source. This will give students a chance to go over what they have put down on their graphic organizers and see their groupings in a different way. Students will then be creating a blog that has the diagram and they will discuss how Newton’s Laws most impact them.
Explore, Experience, Rethink, Revise Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.
Students will submit their blogs and will be graded according to the rubric that was handed out at the beginning of class. Students will receive their grade as a comment and will have a chance to resubmit their posting with a written comment to what they have changed. Students will also hand in their graphic organizers; these will not have a formal grade but will be counted towards their participation grade. Students will finally receive their KWL charts and will fill out the last sections. A review will be done at the end of class to make sure that students understand everything they have learned and if there are any more questions that they would like answered. Students will then be briefly introduced to the WebQuest that they will be doing in the next class.
Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal
Teacher’s Name: Julia Bemis Date of Lesson: Six
Grade Level: 9-Diploma Topic: Newton’s Laws in Everyday Actions
Objectives
Student will understand that each law can be explained and shown with an everyday example.
Student will know Critical Details: How to explain and use the three laws
Student will be able to Design an experiment to show Newton's three laws of motion.
Maine Learning Results Alignment
Maine Learning Result: Science and Technology- D. The Physical Setting
D4. Force and Motion
Grade 9-Diploma
Students understand that the laws of force and motion are the same across the universe.
a. Describe the contribution of Newton to our understanding of force and motion, and give examples of and apply Newton's three laws of motion.
Rationale: Students will be thinking up everyday examples of Newton’s Three Laws of Motion. They will discuss within groups how everyday actions are using Newton’s Three Laws of Motion
Assessment
Formative (Assessment for Learning)
Students will be using a graphic organizer to make a list of their daily routines. Students will then be analyzing their days to see how Newton’s Three Laws of Motion apply. The graphic organizers will not be graded but will be handed in and count towards participation. Students will then be creating an Inspiration diagram that shows each of the three laws and how they used them through out the day. Students will have a chance to compare their diagrams before they are handed in.
Summative (Assessment of Learning)
Students will have their KWL charts handed back to them and they will fill out the last column of What They Have Learned. There will be a discussion to see if there was information they are still not sure about. Students will also be handing in their Inspiration diagrams to be graded according to the rubric (Attached).
Integration
Social Studies: Students will compare their and others actions to Newton’s Three Laws of Motion
Type II Technology: Students will be using the Inspiration to create a chart that shows how their everyday actions are linked to Newton’s Three Laws of Motion
Groupings
Students will work in groups of either two or three to create a list of their daily routine. Students can choose who they want to work with since they might feel more comfortable sharing their routine with a certain classmate. Students will compare their routines and then work together to figure out how each Law can be applied to their day. Students will then be creating an Inspiration diagram. Each student will be working on their own diagram but will be able to ask their partner for help and suggestions throughout the lesson.
Differentiated Instruction
Strategies
Linguistic: Students will write up their daily routine.
Logical: Students will create a list of what they did today and then organize it by law.
Spatial: Students will be creating an Inspirations diagram to organize their day.
Bodily-Kinesthetic: Students will be working on the computers and moving around the classroom to get their material
Musical:
Interpersonal: Students will work in groups to compare their daily routines and match them p to a law.
Intrapersonal: Students will fill out there own KWL charts and will be creating their own Inspiration diagram.
Naturalist: Students will apply what they did today to the Three Laws of Motion.
Modifications/Accommodations
∑ I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Absent Students: Students with excused absences will have a chance to make up the assignment. Upon returning to class they will be given the graphic organizer that they need to fill out and can schedule time with the instructor to come in and use the computers. Students can finish the graphic organizer at home and have it looked over and discuss it with the teacher before they create their Inspiration Diagram. Students will have a week after they return to finish and hand in their Diagrams.
Extensions
After writing a list of what they did today on their graphic organizers, students will be using the program Inspirations to organize their lists. Students will group each of their actions under one or more of the Three Laws of Motion. Students will post their diagrams to their blogs and then discuss what they have learned. Comments and grades will be made by the teacher in the comment section. Students will have a chance to look at other diagrams and make changes to theirs if they feel they can improve them.
Materials, Resources and Technology
Laptops
Graphic Organizer
Inspiration
Blog Requirements and Rubric
Filled Out KWL charts
Extra Pencils
Hook- http://www.teachertube.com/view_video.php?viewkey=1efd3ff125f133710038
WebQuest http://students.umf.maine.edu/%7Ebemisjm/newtonwebquest/index.html
Source for Lesson Plan and Research
Graphic Organizer Created by Julia Bemis
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently helping students make connections between current content and their own background experience in the following ways: Students will be applying Newton’s Three Laws of Motion to their daily activities. They will be able to see that almost everything they do can be explained using at least one of the laws. Students will be able to see one more time how to use each law but will also see the connection to why they are important.
• Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by giving them an opportunity to work in pairs or on their own in order to relate each of the laws to a routine action. Students will also have a chance to work on their own to develop their diagrams. In addition MI theory will be used through out the lesson to ensure that the individual learning styles of each student is being addressed.
• Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by consistently using media and technology in the following ways: Students will be watching a video that shows Newton’s First Law of Motion. They will also be using the program Inspiration to develop a graphic that shows how their daily routines relate to each of the Three Laws of Motion.
• Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by documenting student progress in the following ways: Students will be filling out graphic organizers that will list their daily activities. These will be turned in at the end of the lesson but will not be graded, they will count towards participation. Students will then be turning their graphic organizers into a graphic using Inspiration. After doing this, students will post their graphics to as a blog and describe what they have learned.
Teaching and Learning Sequence:
When students come in they will sit in their regular seats that are set up in five groups of four. After handouts are passed out students will be able to move themselves and their desks to make it easier to work in their groups.
Agenda:
Hook (5 min)
Handouts (5 min)
Filling out Graphic Organizers (10 min)
Inspiration (40 min)
Review Discussion (10 min)
Introduce WebQuest ( 10 min)
Students will be shown the video “Egg Inertia” to show them a fun example of Newton’s First Law of Motion. If there is an adequate area, teacher will do the egg inertia experiment in class instead of watching the video. The class will briefly discuss how the experiment demonstrates the law. Rubrics and graphic organizers will then be passed out and the teacher will discuss what they are going to be doing for the rest of the class.
Where, Why, What, Hook Tailor: Linguistic, Bodily-Kinesthetic, Interpersonal
Students will work in pairs to fill out their graphic organizers. Since students might feel more comfortable sharing their daily routine with a certain classmate they will be able to pick their own grouping. They will be making a list of their daily activities, they can make the list as detailed as they would like. With there partners they will then discuss ways each of their actions relates to one or more of the Laws of Motion. If students are unable to group their actions in to a Law they can discuss it with the teacher, if no law matches students can create a fourth no connection group. These worksheets will not be graded but will be handed in to check for completion.
Equip Tailors: Linguistic, Logical, Interpersonal
Students will take their graphic organizers and translate it into an Inspiration diagram. Students will have four groups, First Law, Second Law, Third Law, or No Law. They will organize each of their daily actions into one of these four categories, they can put the same action into more than one category if it applies. Students can use pictures on Inspiration if they relate to their activities and they give credit to the source. This will give students a chance to go over what they have put down on their graphic organizers and see their groupings in a different way. Students will then be creating a blog that has the diagram and they will discuss how Newton’s Laws most impact them.
Explore, Experience, Rethink, Revise Tailor: Linguistic, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.
Students will submit their blogs and will be graded according to the rubric that was handed out at the beginning of class. Students will receive their grade as a comment and will have a chance to resubmit their posting with a written comment to what they have changed. Students will also hand in their graphic organizers; these will not have a formal grade but will be counted towards their participation grade. Students will finally receive their KWL charts and will fill out the last sections. A review will be done at the end of class to make sure that students understand everything they have learned and if there are any more questions that they would like answered. Students will then be briefly introduced to the WebQuest that they will be doing in the next class.
Evaluate, Tailor: Linguistic, Interpersonal, Intrapersonal
Reflection: